how to take research notes

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How to take Research Notes

How to take research notes.

Your research notebook is an important piece of information useful for future projects and presentations. Maintaining organized and legible notes allows your research notebook to be a valuable resource to you and your research group. It allows others and yourself to replicate experiments, and it also serves as a useful troubleshooting tool. Besides it being an important part of the research process, taking detailed notes of your research will help you stay organized and allow you to easily review your work.

Here are some common reasons to maintain organized notes:

• Keeps a record of your goals and thoughts during your research experiments.
• Keeps a record of what worked and what didn't in your research experiments.
• Enables others to use your notes as a guide for similar procedures and techniques.
• A helpful tool to reference when writing a paper, submitting a proposal, or giving a presentation.
• Assists you in answering experimental questions.
• Useful to efficiently share experimental approaches, data, and results with others.

Before taking notes:

• Ask your research professor what note-taking method they recommend or prefer.
• Consider what type of media you'll be using to take notes.
• Once you have decided on how you'll be taking notes, be sure to keep all of your notes in one place to remain organized.
• Plan on taking notes regularly (meetings, important dates, procedures, journal/manuscript revisions, etc.).
• This is useful when applying to programs or internships that ask about your research experience.

Note Taking Tips:

Taking notes by hand:.

• Research notebooks don’t belong to you so make sure your notes are legible for others.
• Use post-it notes or tabs to flag important sections.
• Start sorting your notes early so that you don't become backed up and disorganized.
• Only write with a pen as pencils aren’t permanent & sharpies can bleed through.
• Make it a habit to write in your notebook and not directly on sticky notes or paper towels. Rewriting notes can waste time and sometimes lead to inaccurate data or results.

Taking Notes Electronically

• Make sure your device is charged and backed up to store data.
• Invest in note-taking apps or E-Ink tablets
• Create shortcuts to your folders so you have easier access
• Create outlines.
• Keep your notes short and legible.

Note Taking Tips Continued:

Things to avoid.

• Avoid using pencils or markers that may bleed through.
• Avoid erasing entries. Instead, draw a straight line through any mistakes and write the date next to the crossed-out information.
• Avoid writing in cursive.
• Avoid delaying your entries so you don’t fall behind and forget information.

Formatting Tips

• Use bullet points to condense your notes to make them simpler to access or color-code them.
• Tracking your failures and mistakes can improve your work in the future.
• If possible, take notes as you’re experimenting or make time at the end of each workday to get it done.
• Record the date at the start of every day, including all dates spent on research.

Types of media to use when taking notes:

Traditional paper notebook.

• Pros: Able to take quick notes, convenient access to notes, cheaper option
• Cons: Requires a table of contents or tabs as it is not easily searchable, can get damaged easily, needs to be scanned if making a digital copy

Electronic notebook  

• Apple Notes  
• Pros: Easily searchable, note-taking apps available, easy to edit & customize
• Cons: Can be difficult to find notes if they are unorganized, not as easy to take quick notes, can be a more expensive option

Combination of both

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9 Organizing Research: Taking and Keeping Effective Notes

Once you’ve located the right primary and secondary sources, it’s time to glean all the information you can from them. In this chapter, you’ll first get some tips on taking and organizing notes. The second part addresses how to approach the sort of intermediary assignments (such as book reviews) that are often part of a history course.

Honing your own strategy for organizing your primary and secondary research is a pathway to less stress and better paper success. Moreover, if you can find the method that helps you best organize your notes, these methods can be applied to research you do for any of your classes.

Before the personal computing revolution, most historians labored through archives and primary documents and wrote down their notes on index cards, and then found innovative ways to organize them for their purposes. When doing secondary research, historians often utilized (and many still do) pen and paper for taking notes on secondary sources. With the advent of digital photography and useful note-taking tools like OneNote, some of these older methods have been phased out – though some persist. And, most importantly, once you start using some of the newer techniques below, you may find that you are a little “old school,” and might opt to integrate some of the older techniques with newer technology.

Whether you choose to use a low-tech method of taking and organizing your notes or an app that will help you organize your research, here are a few pointers for good note-taking.

Principles of note-taking

• If you are going low-tech, choose a method that prevents a loss of any notes. Perhaps use one spiral notebook, or an accordion folder, that will keep everything for your project in one space. If you end up taking notes away from your notebook or folder, replace them—or tape them onto blank pages if you are using a notebook—as soon as possible.
• If you are going high-tech, pick one application and stick with it. Using a cloud-based app, including one that you can download to your smart phone, will allow you to keep adding to your notes even if you find yourself with time to take notes unexpectedly.
• When taking notes, whether you’re using 3X5 note cards or using an app described below, write down the author and a shortened title for the publication, along with the page number on EVERY card. We can’t emphasize this point enough; writing down the bibliographic information the first time and repeatedly will save you loads of time later when you are writing your paper and must cite all key information.
• Include keywords or “tags” that capture why you thought to take down this information in a consistent place on each note card (and when using the apps described below). If you are writing a paper about why Martin Luther King, Jr., became a successful Civil Rights movement leader, for example, you may have a few theories as you read his speeches or how those around him described his leadership. Those theories—religious beliefs, choice of lieutenants, understanding of Gandhi—might become the tags you put on each note card.
• Note-taking applications can help organize tags for you, but if you are going low tech, a good idea is to put tags on the left side of a note card, and bibliographic info on the right side.

Organizing research- applications that can help

Using images in research.

• If you are in an archive: make your first picture one that includes the formal collection name, the box number, the folder name and call numbe r and anything else that would help you relocate this information if you or someone else needed to. Do this BEFORE you start taking photos of what is in the folder.
• If you are photographing a book or something you may need to return to the library: take a picture of all the front matter (the title page, the page behind the title with all the publication information, maybe even the table of contents).

Once you have recorded where you find it, resist the urge to rename these photographs. By renaming them, they may be re-ordered and you might forget where you found them. Instead, use tags for your own purposes, and carefully name and date the folder into which the photographs were automatically sorted. There is one free, open-source program, Tropy , which is designed to help organize photos taken in archives, as well as tag, annotate, and organize them. It was developed and is supported by the Roy Rosenzweig Center for History and New Media at George Mason University. It is free to download, and you can find it here: https://tropy.org/ ; it is not, however, cloud-based, so you should back up your photos. In other cases, if an archive doesn’t allow photography (this is highly unlikely if you’ve made the trip to the archive), you might have a laptop on hand so that you can transcribe crucial documents.

Using note or project-organizing apps

When you have the time to sit down and begin taking notes on your primary sources, you can annotate your photos in Tropy. Alternatively, OneNote, which is cloud-based, can serve as a way to organize your research. OneNote allows you to create separate “Notebooks” for various projects, but this doesn’t preclude you from searching for terms or tags across projects if the need ever arises. Within each project you can start new tabs, say, for each different collection that you have documents from, or you can start new tabs for different themes that you are investigating. Just as in Tropy, as you go through taking notes on your documents you can create your own “tags” and place them wherever you want in the notes.

Another powerful, free tool to help organize research, especially secondary research though not exclusively, is Zotero found @ https://www.zotero.org/ . Once downloaded, you can begin to save sources (and their URL) that you find on the internet to Zotero. You can create main folders for each major project that you have and then subfolders for various themes if you would like. Just like the other software mentioned, you can create notes and tags about each source, and Zotero can also be used to create bibliographies in the precise format that you will be using. Obviously, this function is super useful when doing a long-term, expansive project like a thesis or dissertation.

How History is Made: A Student’s Guide to Reading, Writing, and Thinking in the Discipline Copyright © 2022 by Stephanie Cole; Kimberly Breuer; Scott W. Palmer; and Brandon Blakeslee is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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• Utility Menu

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• Student Employment
• Note-taking

Think about how you take notes during class. Do you use a specific system? Do you feel that system is working for you? What could be improved? How might taking notes during a lecture, section, or seminar be different online versus in the classroom? 

Adjust how you take notes during synchronous vs. asynchronous learning (slightly) . 

First, let’s distinguish between  synchronous  and  asynchronous  instruction. Synchronous classes are live with the instructor and students together, and asynchronous instruction is material recorded by the professor for viewing by students at another time. Sometimes asynchronous instruction may include a recording of a live Zoom session with the instructor and students. 

With this distinction in mind,  here are some tips on how to take notes during both types of instruction:

Taking notes during live classes (synchronous instruction).

Taking notes when watching recorded classes (asynchronous instruction)., check in with yourself., if available, annotate lecture slides during lecture., consider writing notes by hand., review your notes., write down questions..

Below are some common and effective note-taking techniques: 

Cornell Notes

If you are looking for help with using some of the tips and techniques described above, come to the ARC’s note-taking workshop, offered several times every semester.

Register for ARC Workshops

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• Common Class Norms
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How to Do Research: A Step-By-Step Guide: 4a. Take Notes

• Get Started
• 1a. Select a Topic
• 1b. Develop Research Questions
• 1c. Identify Keywords
• 1d. Find Background Information
• 1e. Refine a Topic
• 2a. Search Strategies
• 2d. Articles
• 2e. Videos & Images
• 2f. Databases
• 2g. Websites
• 2h. Grey Literature
• 2i. Open Access Materials
• 3a. Evaluate Sources
• 3b. Primary vs. Secondary
• 3c. Types of Periodicals
• 4a. Take Notes
• 4b. Outline the Paper
• 4c. Incorporate Source Material
• 5a. Avoid Plagiarism
• 5b. Zotero & MyBib
• 5c. MLA Formatting
• 5d. MLA Citation Examples
• 5e. APA Formatting
• 5f. APA Citation Examples
• 5g. Annotated Bibliographies

Note Taking in Bibliographic Management Tools

We encourage students to use bibliographic citation management tools (such as Zotero, EasyBib and RefWorks) to keep track of their research citations. Each service includes a note-taking function. Find more information about citation management tools here . Whether or not you're using one of these, the tips below will help you.

Tips for Taking Notes Electronically

• Try using a bibliographic citation management tool to keep track of your sources and to take notes.
• As you add sources, put them in the format you're using (MLA, APA, Chicago, etc.).
• Group sources by publication type (i.e., book, article, website).
• Number each source within the publication type group.
• For websites, include the URL information and the date you accessed each site.
• Next to each idea, include the source number from the Works Cited file and the page number from the source. See the examples below. Note that #A5 and #B2 refer to article source 5 and book source 2 from the Works Cited file.

#A5 p.35: 76.69% of the hyperlinks selected from homepage are for articles and the catalog #B2 p.76: online library guides evolved from the paper pathfinders of the 1960s

• When done taking notes, assign keywords or sub-topic headings to each idea, quote or summary.
• Use the copy and paste feature to group keywords or sub-topic ideas together.
• Back up your master list and note files frequently!

Tips for Taking Notes by Hand

• Use index cards to keep notes and track sources used in your paper.
• Include the citation (i.e., author, title, publisher, date, page numbers, etc.) in the format you're using. It will be easier to organize the sources alphabetically when creating the Works Cited page.
• Number the source cards.
• Use only one side to record a single idea, fact or quote from one source. It will be easier to rearrange them later when it comes time to organize your paper.
• Include a heading or key words at the top of the card. 
• Include the Work Cited source card number.
• Include the page number where you found the information.
• Use abbreviations, acronyms, or incomplete sentences to record information to speed up the notetaking process.
• Write down only the information that answers your research questions.
• Use symbols, diagrams, charts or drawings to simplify and visualize ideas.

Forms of Notetaking

Use one of these notetaking forms to capture information:

• Summarize : Capture the main ideas of the source succinctly by restating them in your own words.
• Paraphrase : Restate the author's ideas in your own words.
• Quote : Copy the quotation exactly as it appears in the original source. Put quotation marks around the text and note the name of the person you are quoting.

Example of a Work Cited Card

Example notecard.

• << Previous: Step 4: Write
• Next: 4b. Outline the Paper >>
• Last Updated: Feb 21, 2024 11:01 AM
• URL: https://libguides.elmira.edu/research

13.5 Research Process: Making Notes, Synthesizing Information, and Keeping a Research Log

Learning outcomes.

By the end of this section, you will be able to:

• Employ the methods and technologies commonly used for research and communication within various fields.
• Practice and apply strategies such as interpretation, synthesis, response, and critique to compose texts that integrate the writer’s ideas with those from appropriate sources.
• Analyze and make informed decisions about intellectual property based on the concepts that motivate them.
• Apply citation conventions systematically.

As you conduct research, you will work with a range of “texts” in various forms, including sources and documents from online databases as well as images, audio, and video files from the Internet. You may also work with archival materials and with transcribed and analyzed primary data. Additionally, you will be taking notes and recording quotations from secondary sources as you find materials that shape your understanding of your topic and, at the same time, provide you with facts and perspectives. You also may download articles as PDFs that you then annotate. Like many other students, you may find it challenging to keep so much material organized, accessible, and easy to work with while you write a major research paper. As it does for many of those students, a research log for your ideas and sources will help you keep track of the scope, purpose, and possibilities of any research project.

A research log is essentially a journal in which you collect information, ask questions, and monitor the results. Even if you are completing the annotated bibliography for Writing Process: Informing and Analyzing , keeping a research log is an effective organizational tool. Like Lily Tran’s research log entry, most entries have three parts: a part for notes on secondary sources, a part for connections to the thesis or main points, and a part for your own notes or questions. Record source notes by date, and allow room to add cross-references to other entries.

Summary of Assignment: Research Log

Your assignment is to create a research log similar to the student model. You will use it for the argumentative research project assigned in Writing Process: Integrating Research to record all secondary source information: your notes, complete publication data, relation to thesis, and other information as indicated in the right-hand column of the sample entry.

Another Lens. A somewhat different approach to maintaining a research log is to customize it to your needs or preferences. You can apply shading or color coding to headers, rows, and/or columns in the three-column format (for colors and shading). Or you can add columns to accommodate more information, analysis, synthesis, or commentary, formatting them as you wish. Consider adding a column for questions only or one for connections to other sources. Finally, consider a different visual format , such as one without columns. Another possibility is to record some of your comments and questions so that you have an aural rather than a written record of these.

Writing Center

At this point, or at any other point during the research and writing process, you may find that your school’s writing center can provide extensive assistance. If you are unfamiliar with the writing center, now is a good time to pay your first visit. Writing centers provide free peer tutoring for all types and phases of writing. Discussing your research with a trained writing center tutor can help you clarify, analyze, and connect ideas as well as provide feedback on works in progress.

Quick Launch: Beginning Questions

You may begin your research log with some open pages in which you freewrite, exploring answers to the following questions. Although you generally would do this at the beginning, it is a process to which you likely will return as you find more information about your topic and as your focus changes, as it may during the course of your research.

• What information have I found so far?
• What do I still need to find?
• Where am I most likely to find it?

These are beginning questions. Like Lily Tran, however, you will come across general questions or issues that a quick note or freewrite may help you resolve. The key to this section is to revisit it regularly. Written answers to these and other self-generated questions in your log clarify your tasks as you go along, helping you articulate ideas and examine supporting evidence critically. As you move further into the process, consider answering the following questions in your freewrite:

• What evidence looks as though it best supports my thesis?
• What evidence challenges my working thesis?
• How is my thesis changing from where it started?

Creating the Research Log

As you gather source material for your argumentative research paper, keep in mind that the research is intended to support original thinking. That is, you are not writing an informational report in which you simply supply facts to readers. Instead, you are writing to support a thesis that shows original thinking, and you are collecting and incorporating research into your paper to support that thinking. Therefore, a research log, whether digital or handwritten, is a great way to keep track of your thinking as well as your notes and bibliographic information.

In the model below, Lily Tran records the correct MLA bibliographic citation for the source. Then, she records a note and includes the in-text citation here to avoid having to retrieve this information later. Perhaps most important, Tran records why she noted this information—how it supports her thesis: The human race must turn to sustainable food systems that provide healthy diets with minimal environmental impact, starting now . Finally, she makes a note to herself about an additional visual to include in the final paper to reinforce the point regarding the current pressure on food systems. And she connects the information to other information she finds, thus cross-referencing and establishing a possible synthesis. Use a format similar to that in Table 13.4 to begin your own research log.

Types of Research Notes

Taking good notes will make the research process easier by enabling you to locate and remember sources and use them effectively. While some research projects requiring only a few sources may seem easily tracked, research projects requiring more than a few sources are more effectively managed when you take good bibliographic and informational notes. As you gather evidence for your argumentative research paper, follow the descriptions and the electronic model to record your notes. You can combine these with your research log, or you can use the research log for secondary sources and your own note-taking system for primary sources if a division of this kind is helpful. Either way, be sure to include all necessary information.

Bibliographic Notes

These identify the source you are using. When you locate a useful source, record the information necessary to find that source again. It is important to do this as you find each source, even before taking notes from it. If you create bibliographic notes as you go along, then you can easily arrange them in alphabetical order later to prepare the reference list required at the end of formal academic papers. If your instructor requires you to use MLA formatting for your essay, be sure to record the following information:

• Title of source
• Title of container (larger work in which source is included)
• Other contributors
• Publication date

When using MLA style with online sources, also record the following information:

• Date of original publication
• Date of access
• DOI (A DOI, or digital object identifier, is a series of digits and letters that leads to the location of an online source. Articles in journals are often assigned DOIs to ensure that the source can be located, even if the URL changes. If your source is listed with a DOI, use that instead of a URL.)

It is important to understand which documentation style your instructor will require you to use. Check the Handbook for MLA Documentation and Format and APA Documentation and Format styles . In addition, you can check the style guide information provided by the Purdue Online Writing Lab .

Informational Notes

These notes record the relevant information found in your sources. When writing your essay, you will work from these notes, so be sure they contain all the information you need from every source you intend to use. Also try to focus your notes on your research question so that their relevance is clear when you read them later. To avoid confusion, work with separate entries for each piece of information recorded. At the top of each entry, identify the source through brief bibliographic identification (author and title), and note the page numbers on which the information appears. Also helpful is to add personal notes, including ideas for possible use of the information or cross-references to other information. As noted in Writing Process: Integrating Research , you will be using a variety of formats when borrowing from sources. Below is a quick review of these formats in terms of note-taking processes. By clarifying whether you are quoting directly, paraphrasing, or summarizing during these stages, you can record information accurately and thus take steps to avoid plagiarism.

Direct Quotations, Paraphrases, and Summaries

A direct quotation is an exact duplication of the author’s words as they appear in the original source. In your notes, put quotation marks around direct quotations so that you remember these words are the author’s, not yours. One advantage of copying exact quotations is that it allows you to decide later whether to include a quotation, paraphrase, or summary. ln general, though, use direct quotations only when the author’s words are particularly lively or persuasive.

A paraphrase is a restatement of the author’s words in your own words. Paraphrase to simplify or clarify the original author’s point. In your notes, use paraphrases when you need to record details but not exact words.

A summary is a brief condensation or distillation of the main point and most important details of the original source. Write a summary in your own words, with facts and ideas accurately represented. A summary is useful when specific details in the source are unimportant or irrelevant to your research question. You may find you can summarize several paragraphs or even an entire article or chapter in just a few sentences without losing useful information. It is a good idea to note when your entry contains a summary to remind you later that it omits detailed information. See Writing Process Integrating Research for more detailed information and examples of quotations, paraphrases, and summaries and when to use them.

Other Systems for Organizing Research Logs and Digital Note-Taking

Students often become frustrated and at times overwhelmed by the quantity of materials to be managed in the research process. If this is your first time working with both primary and secondary sources, finding ways to keep all of the information in one place and well organized is essential.

Because gathering primary evidence may be a relatively new practice, this section is designed to help you navigate the process. As mentioned earlier, information gathered in fieldwork is not cataloged, organized, indexed, or shelved for your convenience. Obtaining it requires diligence, energy, and planning. Online resources can assist you with keeping a research log. Your college library may have subscriptions to tools such as Todoist or EndNote. Consult with a librarian to find out whether you have access to any of these. If not, use something like the template shown in Figure 13.8 , or another like it, as a template for creating your own research notes and organizational tool. You will need to have a record of all field research data as well as the research log for all secondary sources.

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How to Take Notes

How to Use Sources Effectively

Most articles in periodicals and some of the book sources you use, especially those from the children’s room at the library, are probably short enough that you can read them from beginning to end in a reasonable amount of time. Others, however, may be too long for you to do that, and some are likely to cover much more than just your topic. Use the table of contents and the index in a longer book to find the parts of the book that contain information on your topic. When you turn to those parts, skim them to make sure they contain information you can use. Feel free to skip parts that don’t relate to your questions, so you can get the information you need as quickly and efficiently as possible.

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Don’t—start reading a book and writing down information on a sheet of notebook paper. If you make this mistake, you’ll end up with a lot of disorganized scribbling that may be practically useless when you’re ready to outline your research paper and write a first draft. Some students who tried this had to cut up their notes into tiny strips, spread them out on the floor, and then tape the strips back together in order to put their information in an order that made sense. Other students couldn’t even do that—without going to a photocopier first—because they had written on both sides of the paper. To avoid that kind of trouble, use the tried-and-true method students have been using for years—take notes on index cards.

Taking Notes on Index Cards

As you begin reading your sources, use either 3″ x 5″ or 4″ x 6″ index cards to write down information you might use in your paper. The first thing to remember is: Write only one idea on each card. Even if you write only a few words on one card, don’t write anything about a new idea on that card. Begin a new card instead. Also, keep all your notes for one card only on that card. It’s fine to write on both the front and back of a card, but don’t carry the same note over to a second card. If you have that much to write, you probably have more than one idea.

After you complete a note card, write the source number of the book you used in the upper left corner of the card. Below the source number, write the exact number or numbers of the pages on which you found the information. In the upper right corner, write one or two words that describe the specific subject of the card. These words are like a headline that describes the main information on the card. Be as clear as possible because you will need these headlines later.

After you finish taking notes from a source, write a check mark on your source card as a reminder that you’ve gone through that source thoroughly and written down all the important information you found there. That way, you won’t wonder later whether you should go back and read that source again.

Taking Notes on Your Computer

Another way to take notes is on your computer. In order to use this method, you have to rely completely on sources that you can take home, unless you have a laptop computer that you can take with you to the library.

If you do choose to take notes on your computer, think of each entry on your screen as one in a pack of electronic note cards. Write your notes exactly as if you were using index cards. Be sure to leave space between each note so that they don’t run together and look confusing when you’re ready to use them. You might want to insert a page break between each “note card.”

When deciding whether to use note cards or a computer, remember one thing—high-tech is not always better. Many students find low-tech index cards easier to organize and use than computer notes that have to be moved around by cutting and pasting. In the end, you’re the one who knows best how you work, so the choice is up to you.

How to Take Effective Notes

Knowing the best format for notes is important, but knowing what to write on your cards or on your computer is essential. Strong notes are the backbone of a good research paper.

Not Too Much or Too Little

When researching, you’re likely to find a lot of interesting information that you never knew before. That’s great! You can never learn too much. But for now your goal is to find information you can use in your research paper. Giving in to the temptation to take notes on every detail you find in your research can lead to a huge volume of notes—many of which you won’t use at all. This can become difficult to manage at later stages, so limit yourself to information that really belongs in your paper. If you think a piece of information might be useful but you aren’t sure, ask yourself whether it helps answer one of your research questions.

Writing too much is one pitfall; writing too little is another. Consider this scenario: You’ve been working in the library for a couple of hours, and your hand grows tired from writing. You come to a fairly complicated passage about how to tell if a dog is angry, so you say to yourself, “I don’t have to write all this down. I’ll remember.” But you won’t remember—especially after all the reading and note taking you have been doing. If you find information you know you want to use later on, get it down. If you’re too tired, take a break or take off the rest of the day and return tomorrow when you’re fresh.

To Note or Not to Note: That is the Question

What if you come across an idea or piece of information that you’ve already found in another source? Should you write it down again? You don’t want to end up with a whole stack of cards with the same information on each one. On the other hand, knowing that more than one source agrees on a particular point is helpful. Here’s the solution: Simply add the number of the new source to the note card that already has the same piece of information written on it. Take notes on both sources. In your paper, you may want to come right out and say that sources disagree on this point. You may even want to support one opinion or the other—if you think you have a strong enough argument based on facts from your research.

Paraphrasing—Not Copying

Have you ever heard the word plagiarism? It means copying someone else’s words and claiming them as your own. It’s really a kind of stealing, and there are strict rules against it.

The trouble is many students plagiarize without meaning to do so. The problem starts at the note-taking stage. As a student takes notes, he or she may simply copy the exact words from a source. The student doesn’t put quotation marks around the words to show that they are someone else’s. When it comes time to draft the paper, the student doesn’t even remember that those words were copied from a source, and the words find their way into the draft and then into the final paper. Without intending to do so, that student has plagiarized, or stolen, another person’s words.

The way to avoid plagiarism is to paraphrase, or write down ideas in your own words rather than copy them exactly. Look again at the model note cards in this chapter, and notice that the words in the notes are not the same as the words from the sources. Some of the notes are not even written in complete sentences. Writing in incomplete sentences is one way to make sure you don’t copy—and it saves you time, energy, and space. When you write a draft of your research paper, of course, you will use complete sentences.

How to Organize Your Notes

Once you’ve used all your sources and taken all your notes, what do you have? You have a stack of cards (or if you’ve taken notes on a computer, screen after screen of entries) about a lot of stuff in no particular order. Now you need to organize your notes in order to turn them into the powerful tool that helps you outline and draft your research paper. Following are some ideas on how to do this, so get your thinking skills in gear to start doing the job for your own paper.

Organizing Note Cards

The beauty of using index cards to take notes is that you can move them around until they are in the order you want. You don’t have to go through complicated cutting-and-pasting procedures, as you would on your computer, and you can lay your cards out where you can see them all at once. One word of caution—work on a surface where your cards won’t fall on the floor while you’re organizing them.

Start by sorting all your cards with the same headlines into the same piles, since all of these note cards are about the same basic idea. You don’t have to worry about keeping notes from the same sources together because each card is marked with a number identifying its source.

Next, arrange the piles of cards so that the order the ideas appear in makes sense. Experts have named six basic types of order. One—or a combination of these—may work for you:

• Chronological , or Time, Order covers events in the order in which they happened. This kind of order works best for papers that discuss historical events or tell about a person’s life.
• Spatial  Order organizes your information by its place or position. This kind of order can work for papers about geography or about how to design something—a garden, for example.
• Cause and Effect  discusses how one event or action leads to another. This kind of organization works well if your paper explains a scientific process or events in history.
• Problem/Solution explains a problem and one or more ways in which it can be solved. You might use this type of organization for a paper about an environmental issue, such as global warming.
• Compare and Contrast  discusses similarities and differences between people, things, events, or ideas.
• Order of  Importance  explains an idea, starting with its most important aspects first and ending with the least important aspects—or the other way around.

After you determine your basic organization, arrange your piles accordingly. You’ll end up with three main piles—one for sounds, one for facial expressions, and one for body language. Go through each pile and put the individual cards in an order that makes sense. Don’t forget that you can move your cards around, trying out different organizations, until you are satisfied that one idea flows logically into another. Use a paper clip or rubber band to hold the piles together, and then stack them in the order you choose. Put a big rubber band around the whole stack so the cards stay in order.

Organizing Notes on Your Computer

If you’ve taken notes on a computer, organize them in much the same way you would organize index cards. The difference is that you use the cut-and-paste functions on your computer rather than moving cards around. The advantage is that you end up with something that’s already typed—something you can eventually turn into an outline without having to copy anything over. The disadvantage is that you may have more trouble moving computer notes around than note cards: You can’t lay your notes out and look at them all at once, and you may get confused when trying to find where information has moved within a long file on your computer screen.

However, be sure to back up your note cards on an external storage system of your choice. In addition, print hard copies as you work. This way, you won’t lose your material if your hard drive crashes or the file develops a glitch.

Developing a Working Bibliography

When you start your research, your instructor may ask you to prepare a working bibliography listing the sources you plan to use. Your working bibliography differs from your Works Cited page in its scope: your working bibliography is much larger. Your Works Cited page will include only those sources you have actually cited in your research paper.

To prepare a working bibliography, arrange your note cards in the order required by your documentation system (such as MLA and APA) and keyboard the entries following the correct form. If you have created your bibliography cards on the computer, you just have to sort them, usually into alphabetical order.

Developing an Annotated Bibliography

Some instructors may ask you to create an annotated bibliography as a middle step between your working bibliography and your Works Cited page. An annotated bibliography is the same as a working bibliography except that it includes comments about the sources. These notes enable your instructor to assess your progress. They also help you evaluate your information more easily. For example, you might note that some sources are difficult to find, hard to read, or especially useful.

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• How to read for college
• How to take research notes
• How to use sources in your writing
• Tools for note taking and annotations
• Mobile apps for notes and annotations
• Assistive technology
• How to cite your sources

Organizing your files

You'll be much happier down the line if you think about organizing your files up front. In general it's best if you name your files consistently and store them where you can get back to them easily.

• Google Drive Another free service that syncs files across multiple computers and mobile devices.

• Dropbox A free service that syncs your documents across multiple computers and mobile devices.

• BibDesk (Mac only) Collect and organize your citations. Upload files (you can annotate PDFs in Preview or Acrobat) and generate bibliographies.

Note-Taking Tools

• Group Research Journal Spreadsheet that allows you to track your notes and responses to readings in a consistent way, individually or with a group. To use, make a copy. Click the drop down menu on your tab, hover over "Copy to," and choose "New Spreadsheet"
• MS Word (especially Outline View) One great way to use MS Word's Outline View is to make the top level of your outline be the citation to the work you're reading, and then all sub-points be the notes associated with that work. That way you can have reading notes for multiple works in one place, fully searchable and organized.

Annotate PDFs

• Preview (Mac only) Create annotations using the options under the "Tools" menu.
• Hypothesis Allows you to annotate (and share your annotations) for any text you find on the web.
• Papers (Mac & IOS only) Search, annotate, organize, and share PDFs.
• Skim (Mac only) Read and annotate PDFs.
• Mendeley Mendeley, owned by Elsevier, lets you save and annotate PDFs. You can also search across your own and others people's collections.

You can take notes and make comments on Word documents by using the "review" feature .

For most of the options on this page, PDF files are far preferable to other types of files. You can save Word documents as PDFs, use the "print" menu to print web pages or other files to PDF, or use Adobe Acrobat Pro (available on all lab computers) to convert files to PDF.

Many of the annotation features work best if the PDF has been run through an OCR process (Optical Character Recognition helps the PDF reader know that the words on a screen are words rather than images, which enables things like copying, pasting, and highlighting). You can do this using Adobe Acrobat Pro , which is available on all lab machines.

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Study Skills

Research skills.

• Searching the literature
• Note making for dissertations
• Research Data Management
• Copyright and licenses
• Publishing in journals
• Publishing academic books
• Depositing your thesis
• Research metrics
• Build your online profile
• Finding support

Note making for dissertations: First steps into writing

Note making (as opposed to note taking) is an active practice of recording relevant parts of reading for your research as well as your reflections and critiques of those studies. Note making, therefore, is a pre-writing exercise that helps you to organise your thoughts prior to writing. In this module, we will cover:

• The difference between note taking and note making
• Seven tips for good note making
• Strategies for structuring your notes and asking critical questions
• Different styles of note making

To complete this section, you will need:

• Approximately 20-30 minutes.
• Access to the internet. All the resources used here are available freely.
• Some equipment for jotting down your thoughts, a pen and paper will do, or your phone or another electronic device.

Note taking v note making

When you think about note taking, what comes to mind? Perhaps trying to record everything said in a lecture? Perhaps trying to write down everything included in readings required for a course?

• Note taking is a passive process. When you take notes, you are often trying to record everything that you are reading or listening to. However, you may have noticed that this takes a lot of effort and often results in too many notes to be useful.  
• Note making , on the other hand, is an active practice, based on the needs and priorities of your project. Note making is an opportunity for you to ask critical questions of your readings and to synthesise ideas as they pertain to your research questions. Making notes is a pre-writing exercise that develops your academic voice and makes writing significantly easier.

Seven tips for effective note making

Note making is an active process based on the needs of your research. This video contains seven tips to help you make brilliant notes from articles and books to make the most of the time you spend reading and writing.

• Transcript of Seven Tips for Effective Notemaking

Question prompts for strategic note making

You might consider structuring your notes to answer the following questions. Remember that note making is based on your needs, so not all of these questions will apply in all cases. You might try answering these questions using the note making styles discussed in the next section.

• Question prompts for strategic note making
• Background question prompts
• Critical question prompts
• Synthesis question prompts

Answer these six questions to frame your reading and provide context.

• What is the context in which the text was written? What came before it? Are there competing ideas?
• Who is the intended audience?
• What is the author’s purpose?
• How is the writing organised?
• What are the author’s methods?
• What is the author’s key argument and conclusions?

Answer these six questions to determine your critical perspectivess and develop your academic voice.

• What are the most interesting/compelling ideas (to you) in this study?
• Why do you find them interesting? How do they relate to your study?
• What questions do you have about the study?
• What could it cover better? How could it have defended its research better?
• What are the implications of the study? (Look not just to the conclusions but also to definitions and models)
• Are there any gaps in the study? (Look not just at conclusions but definitions, literature review, methodology)

Answer these five questions to compare aspects of various studies (such as for a literature review. 

• What are the similarities and differences in the literature?
• Critically analyse the strengths, limitations, debates and themes that emerg from the literature.
• What would you suggest for future research or practice?
• Where are the gaps in the literature? What is missing? Why?
• What new questions should be asked in this area of study?

Styles of note making

• Linear notes . Great for recording thoughts about your readings. [video]
• Mind mapping : Great for thinking through complex topics. [video]

Further sites that discuss techniques for note making:

• Note-taking techniques
• Common note-taking methods
• Strategies for effective note making  

Did you know?

How did you find this Research Skills module

Image Credits: Image #1: David Travis on Unsplash ; Image #2: Charles Deluvio on Unsplash

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Research Process :: Step by Step

• Introduction
• Select Topic
• Identify Keywords
• Background Information
• Develop Research Questions
• Refine Topic
• Search Strategy
• Popular Databases
• Evaluate Sources
• Types of Periodicals
• Reading Scholarly Articles
• Primary & Secondary Sources
• Organize / Take Notes
• Writing & Grammar Resources
• Annotated Bibliography
• Literature Review
• Citation Styles
• Paraphrasing
• Privacy / Confidentiality
• Research Process
• Selecting Your Topic
• Identifying Keywords
• Gathering Background Info
• Evaluating Sources
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Focus on the information in the article that is relevant to your research question (you may be able to skim over other parts).  Think critically about what you read and build your argument based on it.

Organize your Notes

• After you take notes, re-read them. 
• Then re-organize them by putting similar information together. Working with your notes involves re-grouping them by topic instead of by source. Re-group your notes by re-shuffling your index cards or by color-coding or using symbols to code notes in a notebook. 
• Review the topics of your newly-grouped notes. If the topics do not answer your research question or support your working thesis directly, you may need to do additional research or re-think your original research. 
• During this process you may find that you have taken notes that do not answer your research question or support your working thesis directly. Don't be afraid to throw them away. 

It may have struck you that you just read a lot of "re" words: re-read, re-organize, re-group, re-shuffle, re-think. That's right; working with your notes essentially means going back and reviewing how this "new" information fits with your own thoughts about the topic or issue of the research.

Grouping your notes will enable you to outline the major sections and then the paragraphs of your research paper.

https://www.esc.edu/online-writing-center/resources/research/research-paper-steps/taking-notes/

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User Research Center

User research note taking guide, by meg mcmahon.

Taking notes is a vital part of the User Research process. It helps all of the researchers gain a shared understanding of the interviews during the analysis phase of the project.

As a note taker, you need to decide what is important to include to inform the tasks or questions asked in the interview and what information could help answer the research questions or further the goals of the study. Note taking is not creating a transcript (if you need a transcript, we can use dictation software).

Before Taking Notes

• Become familiar with the following documents and aspects of the project: the project plan, script, and any important background information on the project.
• Use a shared notes grid with a column for each participant and rows for each task or question.
• Use a notes doc template; each participant has their own document that includes the participant details and the questions.
• Use Dovetail , a web-based note taking tool or a different web-based tool.
• Check the moderator notes field for context for this specific interview. (This is found at the bottom of a shared notes grid, at the top of a participant notes doc, or at the top of a Dovetail participant area.)

Note Taking

It is the note takers job to note anything that actually happened in the meeting. This may include things that were said as well as sounds or body language that may indicate feelings. In capturing notes pay attention to the following:

• Frustrations
• “Wow” or positive moments
• Gaps in knowledge, moments when a participant doesn’t have the necessary knowledge in relation to the task or question.

Do’s and Don’ts of Notetaking

Use the word “participant”.

At the URC we refer to all the individuals who participate in our studies as “participant” not user, interviewee, or by their name.

Add timestamp of the insight

Timestamps are helpful to have for reference, especially if video clips are needed for the report.

Don’t make assumptions in the notes, stay true to the facts

When taking notes, state what happens opposed to assuming behavior of the participant or making generalizations about the system.

Keep a consistent format

Be sure to stay in the chosen format for the notes.

Use quotations when it makes an impact

If a participant says something that is directly related to a theme you find during analysis, it is helpful to record the quote as a record of that theme within the research.

Paraphrase when appropriate

If a participant’s quote is long and includes pieces of information that are not directly related to the key finding with the phrase, shorten the phrase.

Look for unspoken body language or emotions

Add notes about what body language a participant is using when speaking or trying to accomplish a task.

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Refers to notes created by the researcher during the act of conducting a field study to remember and record the behaviors, activities, events, and other features of an observation. Field notes are intended to be read by the researcher as evidence to produce meaning and an understanding of the culture, social situation, or phenomenon being studied. The notes may constitute the whole data collected for a research study [e.g., an observational project] or contribute to it, such as when field notes supplement conventional interview data or other techniques of data gathering.

Schwandt, Thomas A. The SAGE Dictionary of Qualitative Inquiry . 4th edition. Thousand Oaks, CA: SAGE, 2015.

How to Approach Writing Field Notes

The ways in which you take notes during an observational study is very much a personal decision developed over time as you become more experienced in fieldwork. However, all field notes generally consist of two parts:

• Descriptive information , in which you attempt to accurately document factual data [e.g., date and time] along with the settings, actions, behaviors, and conversations that you observe; and,
• Reflective information , in which you record your thoughts, ideas, questions, and concerns during the observation.

Note that field notes should be fleshed out as soon as possible after an observation is completed. Your initial notes may be recorded in cryptic form and, unless additional detail is added as soon as possible after the observation, important facts and opportunities for fully interpreting the data may be lost.

Characteristics of Field Notes

• Be accurate . You only get one chance to observe a particular moment in time so, before you conduct your observations, practice taking notes in a setting that is similar to your observation site in regards to number of people, the environment, and social dynamics. This will help you develop your own style of transcribing observations quickly and accurately.
• Be organized . Taking accurate notes while you are actively observing can be difficult. Therefore, it is important that you plan ahead how you will document your observation study [e.g., strictly chronologically or according to specific prompts]. Notes that are disorganized will make it more difficult for you to interpret the data.
• Be descriptive . Use descriptive words to document what you observe. For example, instead of noting that a classroom appears "comfortable," state that the classroom includes soft lighting and cushioned chairs that can be moved around by the students. Being descriptive means supplying yourself with enough factual evidence that you don't end up making assumptions about what you meant when you write the final report.
• Focus on the research problem . Since it's impossible to document everything you observe, focus on collecting the greatest detail that relates to the research problem and the theoretical constructs underpinning your research; avoid cluttering your notes with irrelevant information. For example, if the purpose of your study is to observe the discursive interactions between nursing home staff and the family members of residents, then it would only be necessary to document the setting in detail if it in some way directly influenced those interactions [e.g., there is a private room available for discussions between staff and family members].
• Record insights and thoughts . As you take notes, be thinking about the underlying meaning of what you observe and record your thoughts and ideas accordingly. If needed, this will help you to ask questions or seek clarification from participants after the observation. To avoid any confusion, subsequent comments from participants should be included in a separate, reflective part of your field notes and not merged with the descriptive notes.

General Guidelines for the Descriptive Content

The descriptive content of your notes can vary in detail depending upon what needs to be emphasized in order to address the research problem. However, in most observations, your notes should include at least some of the following elements:

• Describe the physical setting.
• Describe the social environment and the way in which participants interacted within the setting. This may include patterns of interactions, frequency of interactions, direction of communication patterns [including non-verbal communication], and patterns of specific behavioral events, such as, conflicts, decision-making, or collaboration.
• Describe the participants and their roles in the setting.
• Describe, as best you can, the meaning of what was observed from the perspectives of the participants.
• Record exact quotes or close approximations of comments that relate directly to the purpose of the study.
• Describe any impact you might have had on the situation you observed [important!].

General Guidelines for the Reflective Content

You are the instrument of data gathering and interpretation. Therefore, reflective content can include any of the following elements intended to contextualize what you have observed based on your perspective and your own personal, cultural, and situational experiences .

• Note ideas, impressions, thoughts, and/or any criticisms you have about what you observed.
• Include any unanswered questions or concerns that have arisen from analyzing the observation data.
• Clarify points and/or correct mistakes and misunderstandings in other parts of field notes.
• Include insights about what you have observed and speculate as to why you believe specific phenomenon occurred.
• Record any thoughts that you may have regarding any future observations.

NOTE:   Analysis of your field notes should occur as they are being written and while you are conducting your observations. This is important for at least two reasons. First, preliminary analysis fosters self-reflection and self-reflection is crucial for facilitating deep understanding and meaning-making in any research study. Second, preliminary analysis reveals emergent themes. Identifying emergent themes while observing allows you to shift your attention in ways that can foster a more developed investigation.

Emerson, Robert M. et al. Writing Ethnographic Fieldnotes . 2nd ed. Chicago, IL: University of Chicago Press, 2011; Ethnography, Observational Research, and Narrative Inquiry. Writing@CSU. Colorado State University; Gambold, Liesl L. “Field Notes.” In Encyclopedia of Case Study Research . Edited by Albert J. Mills, Gabrielle Durepos, and Elden Wiebe. Thousand Oaks, CA: SAGE, 2010; Pace, Tonio. Writing Field Reports. Scribd Online Library; Pyrczak, Fred and Randall R. Bruce. Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences . 5th ed. Glendale, CA: Pyrczak Publishing, 2005; Report Writing. UniLearning. University of Wollongong, Australia; Ravitch,  Sharon M. “Field Notes.” In The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation . Edited by Bruce B. Frey. Thousand Oaks, CA: SAGE, 2018; Tenzek, Kelly E. “Field Notes.” In The SAGE Encyclopedia of Communication Research Methods . Edited by Mike Allen. Thousand Oaks, CA: SAGE, 2017; Wolfinger, Nicholas H. "On Writing Fieldnotes: Collection Strategies and Background Expectancies.” Qualitative Research 2 (April 2002): 85-95; Writing Reports. Anonymous. The Higher Education Academy.

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From the 1980s until relatively recently, most national polling organizations conducted surveys by telephone, relying on live interviewers to call randomly selected Americans across the country. Then came the internet. While it took survey researchers some time to adapt to the idea of online surveys, a quick look at the public polls on an issue like presidential approval reveals a landscape now dominated by online polls rather than phone polls.

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Our survey researchers are committed to contributing to the larger community of survey research professionals, and are active in AAPOR and is a charter member of the American Association of Public Opinion Research (AAPOR)  Transparency Initiative .

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ASU linguist is outstanding humanities grad

Graduating ASU student Ryan Dekker said that he enjoyed the quantitative side of his doctoral research so much that he is switching gears, learning coding languages and planning to pursue an industry job, rather than an academic one.

Editor’s note:  This story is part of a series of profiles of  notable spring 2024 graduates .

You can take a guy out of the South, but can you get rid of his accent? And does it matter?

These questions were among those explored by graduating Arizona State University student Ryan Dekker in his doctoral research.

“It's one thing to have an impression that some people sound ‘Southern’ but using precise phonetic measurements strengthens these claims,” Dekker, who is originally from Watkinsville, Georgia, said. “Because a ‘Southern accent’ is largely stigmatized, I wanted to see whether Southern audiences could still hear ‘Southern’ pronunciations from their local news they would hear on a daily basis.”

Dekker defended his dissertation, “A Sociophonetic Profile of Local News throughout the U.S. South: The Southern Vowel Shift in Mid-sized Southern Cities,” on March 22. In his research, which he has also presented at national conferences, Dekker found that age was not a factor in how “Southern” someone sounded, but gender was.

“Men were always more likely to sound ‘Southern’ and lean in to that folksy authenticity but women generally did not lean into those solidarity attributes. These likely reflect larger societal aspects beyond broadcasters, or even Southern accents, where women would be more harshly judged for doing the same behavior as men.”

Dekker also reached similar conclusions about how gender interacts with language, and vice versa, in his study of the Brett Kavanaugh hearings. Dekker used critical discourse analysis — a way to examine how verbal and non-verbal cues are used to communicate — in this research.

“I used conversational analysis conventions to put (Kavanaugh's) speech under a microscope and examine aspects like his interruptions through speech overlap, loudness of voice and averting gaze from the questioning senator," Dekker said. "Applying these techniques methodically can go behind initial impressions and definitively state how gender was a factor in how Justice Kavanaugh treated his questioning senator.”

Dekker found that “during sessions led by women, Kavanaugh was more likely to interrupt, raise his voice, turn to address the audience, return questions to the senators and avert gaze. When being questioned by men, he had more instances of a noticeably softer voice and a higher rate of more deferential speech overlap that consisted of three or fewer words.”

Dekker published his findings , “Comparing Justice Kavanaugh’s Special Hearing Nomination Testimony Directed toward Women and Men: A Critical Discourse Analysis Study” in the International Journal of Interdisciplinary Civic and Political Studies in 2022.

Dekker is earning a PhD in linguistics and applied linguistics in the Department of English this spring. He was named the University Outstanding Graduate Student for humanities in The College of Liberal Arts and Sciences on the strength of his research and academic record.

As for what’s next? Dekker said that he enjoyed the quantitative side of his research so much that he is switching gears and plans to use those skills in an industry job, rather than an academic one.

We caught up with Dekker just before classes let out to ask a few more questions.

Question: What was your “aha” moment, when you realized you wanted to study in your field?

Answer : When I was doing the master’s in linguistics, I was a staff member at the University of Georgia, where (tuition) was paid as a staff benefit. Taking graduate classes “for free,” I was unsure if I would continue in this field even though I had a strong interest. During the first semester, I took both phonetics/phonology and syntax, and when I had my first homework assignment for both classes one night, I felt deeply invested and even more intrigued. Getting those very first graduate-level homework assignments were my “aha” moment. Getting that chance to study at a graduate level cemented my passion for this work and I knew I wanted to change gears towards academia.

Q: What’s something you learned while at ASU — in the classroom or otherwise — that surprised you, that changed your perspective?

A: Beyond what was posted on the class syllabi, I had to learn how to juggle several classes’ worth of graduate coursework while teaching my own. So, I would say something that has surprised me was always trying to do just a little more than I initially thought I could, which ended up being effective for me. I felt it was a good way to set some boundaries by knowing where my limits are but still trying to do one more small task. It's still something I tell myself — “just do a little more than you thought you could.”

Q: Why did you choose ASU?

A: Easy answer! The English department offered me funding through a teaching stipend, and I was honored to have that responsibility while my tuition was covered. I applied to several schools throughout the country and was impressed by the range of specialties found here in the program. It’s been an academically stimulating environment being able to study a range of disciplines as a doctoral student in the linguistics and applied linguistics program. Through my study in discourse analysis, I was able to publish my critical discourse analysis paper , as well as what I have been focusing on, which has been presenting at conferences with my socio-phonetics work .

Q: Which professor taught you the most important lesson while at ASU?

A: Working with (Professor of English Karen Adams ) as my advisor, we instituted soft deadlines for turning in my work and drafts of my dissertation. This helped set me up not for failure but for success. She was also both honest and still encouraging when getting feedback from her. This type of mentorship is valuable and taught me lessons outside academia.

Q: What’s the best piece of advice you’d give to those still in school?

A: If you’re feeling frustrated with something, let it sit. Either do a completely different task or take a well-deserved breather. Writing while frustrated only leads to more frustration.

Q: What was your favorite spot for power studying?

A: Definitely one of the enclaves in Ross-Blakley Hall on either the first or the second floor.

Q: What are your plans after graduation?

A: Although I’m not from the area, I’ve put roots down in the Valley of the Sun. And I’ve decided I want to stay here rather than chase down jobs across the country in a volatile academic job market. Still, this decision comes from a position where I truly enjoyed the quantitative work I did for my dissertation and the learning process that went with sharpening that toolset. I’ve been learning, and applied, programming languages of R and Python to my work in phonetics and I want to use those same skills — both “big picture” in answering social questions and “small picture” in fixing programming mistakes. Because I’ve enjoyed this type of work, I decided to transition into industry and broaden the skills I’ve learned here at ASU.

Q: If someone gave you $40 million to solve one problem on our planet, what would you tackle?

A: I’d like to do something for the local Phoenix metro and contribute to something important. I’d take that money and use it towards helping our already improving public transit and bike-lane infrastructure here in the Valley. Making our community less car dependent helps de-clog traffic, ameliorate environment concerns and gives people more options to complete daily tasks.

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AERA Annual Meeting（全米最大の教育研究組織）のカンファレンスに参加！

I attended AERA (Amemerican Educational Research Association) Annual Meeting that happended to take place in NYC this year! (FYI, next year's venue will be Toronto.)

今回は AERA (Amemerican Educational Research Association)  という 全米最大の教育関係のリサーチ組織 、毎年カンファレンスを開いているのですが、今回はそれがニューヨークということでまたとないチャンスだったので行ってきました！（ちなみに来年はトロントらしい）

（教育関連のマガジンはこちら）

1. Registration

会合自体は全体で１週間弱あり、数百あるイベントの中から自分の興味にあったものを選んで参加することが出来ます。

こちらがRegistration会場での看板。

This meeting is held for one week, and participants can choose whatever topic interests them and participate. Below is the poster at the registration site.

イベントは3つのホテルに分かれて、それぞれのサブテーマごとに会場が分かれ講演者がプレゼン、その後ディスカッションという流れがメインです。

2. School Leadership

私は主に今個人リサーチをしている School Leadership 関係のものに出席しました。

Events take place at three different hotels depending on the subtopics, where presenters make presentations that are followed by Q&A/discussion. I focused on school leadership on which I'm conducting research now.

3. Roundtable

この他Roundtableという円状に参加者が集まってもう少しフランクな意見交換をするものもあります。

聞いた主なテーマとしては以下で、最新のリサーチの結果や、他国でのリーダーシップの取組の比較分析等これまで知らなかった部分に触れられたのはとても勉強になりました^-^

Also there are Roundtables where participants can exchange their views with each other more freely. Below are the some sessions that I attended, and all of these were informative as they touched upon recent research or comparative analysis in other countries than U.S.

・Leadership and Learning for School Improvement ・Unique Challenges in Educational Leadership ・Framing and Comparing Leadership Internationally ・Transforming Schools Through Community-Driven Organizational Thinking ・Comparative Educational Reform: Lessons from Philippines, Ireland, Australia, Chile, China and the EU ・Leadership for School Improvement in International Contexts ・Leadership Toward Improvement: Perspectives of School Leaders ・How School Leaders Impact Student Learning and Achievement: Leadership Principles. Models, and Effects Revisited

4. Latest Research

こちらは昨日の最後のセッションで、Transformational Leadershipで有名な Kenneth Leithwood 教授がビデオチャットで最新のリサーチを説明している模様。こちらは絵にある 4つのPathsを使ってリーダーシップの影響を分析 するというもの。

この他にも、学校改善の段階によってリーダーシップの発揮のされ方がどのように異なるかを分析した Day, Gu & Sammons (2016) もとても示唆に富んだ情報を提供してくれました。

The pic below is taken during Prof. Kenneth Leithwood 's presentation. He is a distinguished figure of Transformational Leadership, and joined via video chat to explain his recent findings on utilized four Paths that analyzed the effect of leadership. Additionally, I liked a lot Day, Gu & Sammons (2016), which examined how leaders use different strategies depending on the development stage of the school.

先週の金曜と月曜は一日中これに出ていたので中々疲れましたが、学期もいよいよ終盤なので勉強もラストスパート頑張っていきたいと思います^^;

また次の更新をお楽しみに～！

Since I was attending it all day last Friday and this Monday, I'm sort of exhausted but need to catch up my study. Please look forward to the coming posts as well!

（※本ポストは、2018年４月時点のものをリメイクしたものです。）

この記事が参加している募集

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What Scraping 20,000 Google Hotel Listings Reveals

Rashaad Jorden , Skift

April 25th, 2024 at 3:03 AM EDT

Today's podcast looks at how hotel listings on Google compete for bookings, new junk fee rules for airlines, and new sites for Hyatt loyalty program members.

Rashaad Jorden

Skift Daily Briefing Podcast

Listen to the day’s top travel stories in under four minutes every weekday.

Good morning from Skift. It’s Thursday, April 25. Here’s what you need to know about the business of travel today.

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Episode Notes

Skift Research recently examined more than 20,000 hotel listings on Google to discover which online travel agencies and direct sites compete for bookings. Senior Research Analyst Pranavi Agarwal explains the major findings from Skift Research’s report.  

Agarwal notes that Booking.com is the dominant brand across Google’s sponsored results, paying to appear the most often in every region. However, Skift Research found Expedia.com is investing heavily in ad dollars to be the top-of-the list option in Google’s sponsored results, especially in Asia-Pacific and the Middle East and Africa. 

In addition, Agarwal reports Google actively prioritizes direct sites over OTAs even though they are far from being the cheapest price. 

Next, the Biden administration has unveiled a set of rules that would require airlines to tackle junk fees , writes Airlines Reporter Meghna Maharishi. 

Maharishi reports the Department of Transportation is requiring airlines to disclose junk fees upfront. Airlines and ticketing agencies would have to inform customers of the prices for checked baggage, carry-ons, and changing or canceling a reservation. Airlines would also need to share all information on fees with third-party sites.  

The Biden administration has also unveiled rules mandating airlines provide automatic cash refunds in instances of significant flight disruptions and delays in checked baggage. The Department of Transportation said consumers often encounter a cumbersome process to receive a refund from an airline.  

Finally, Hyatt is finally permitting members of its loyalty program book at roughly 700 properties vetted by booking site Mr & Mrs Smith, which it bought last year, reports Senior Hospitality Editor Sean O’Neill. 

O’Neill reports the new properties add about 20 countries to the list of nations where Hyatt loyalty members can earn and redeem points. In addition, booking a stay at a Mr & Mrs Smith hotel will work on the same points-earning system as a stay at a Hyatt property. 

Producer/Presenter: Jane Alexander

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Tags: airlines , booking.com , expedia group , Google Hotels , hyatt , junk fees , skift podcast , skift research

Photo credit: A person performs a Google search on their mobile phone. Arkan Perdana / Unsplash

The independent source for health policy research, polling, and news.

Child and Teen Firearm Mortality in the U.S. and Peer Countries

Matt McGough , Krutika Amin, Nirmita Panchal , and Cynthia Cox Published: Jul 18, 2023

Editor’s Note: This brief was updated on July 18, 2023, with newer data.

In 2020 and 2021, firearms contributed to the deaths of more children ages 1-17 years in the U.S. than any other type of injury or illness. The child firearm mortality rate has doubled in the U.S. from a recent low of 1.8 deaths per 100,000 in 2013 to 3.7 in 2021.

The United States has by far the highest rate of child and teen firearm mortality among peer nations. In no other similarly large, wealthy country are firearms in the top four causes of death for children and teens, let alone the number one cause. U.S. states with the most gun laws have lower rates of child and teen firearm deaths than states with few gun laws. But, even states with the lowest child and teen firearm deaths have rates much higher than what peer countries experience.

In 2020 and 2021, firearms were involved in the deaths of more children ages 1-17 than any other type of injury or illness, surpassing deaths due to motor vehicles, which had long been the number one factor in child deaths. In 2021, there were 2,571 child deaths due to firearms—a rate of 3.7 deaths per 100,000 children, which is an increase of 68% in the number of deaths since 2000 and 107% since a recent low of 2013.

While the rate of firearm deaths among children has increased since 2000, the rate of motor vehicle deaths is now significantly lower than it had been. The number of motor vehicle deaths among children in 2021 was 49% lower than in 2000, though it did grow during the pandemic by 22% from 2019. Though fewer in number than firearm deaths among children, deaths due to poisonings, which include drug overdoses, have also grown, increasing 186% since 2000 and 103% since 2019.

Provisional CDC data from 2022 indicate that firearms continued to be the number one factor in child deaths for the third year in a row.

Because peer countries’ mortality data are not available for children ages 1-17 years old alone, we group firearm mortality data for teens ages 18 and 19 years old with data for children ages 1-17 years old in all countries for a direct comparison.

On a per capita basis, the firearm death rate among children and teens (ages 1-19) in the U.S. is over 9.5 times the firearm death rate of Canadian children and teens (ages 1-19). Canada is the country with the second-highest child and teen firearm death rate among similarly large and wealthy nations.

As might be expected, teenagers have higher firearm mortality rates than children. In the U.S., teens ages 18 and 19 have a firearm mortality rate of 25.2 per 100,000, compared to a rate of 3.7 per 100,000 for children ages 1-17 in the U.S. Even so, the child firearm mortality rate in the U.S. (3.7 per 100,000 people ages 1-17) is 5.5 times the child and teen mortality rate in Canada (0.6 per 100,000 people ages 1-19).

If the child and teen firearm mortality rate in the U.S. had been brought down to rates seen in Canada, we estimate that approximately 30,000 children’s and teenagers’ lives in the U.S. would have been saved since 2010 (an average of about 2,500 lives per year). This would have reduced the total number of child and teenage deaths from all causes in the U.S. by 13%.

The child and teen (ages 1-19 years) firearm mortality rate varies by state in the U.S. from 2.1 deaths per 100,000 in New York and New Jersey to 17.6 deaths per 100,000 in Louisiana. Even in New York and New Jersey, which have the lowest child and teen firearm mortality rates among those with available data, the rate is still over three times that in Canada.

Because there is no comprehensive national firearm registry, it is difficult to track gun ownership in the U.S. Instead, we look at the correlation between the number of child and teen firearm deaths and the number of gun laws in U.S. states (based on the State Firearm Law Database , which is a catalog of the presence or absence of 134 firearm law provisions across all 50 states).

States with more restrictive firearm laws in the U.S. generally have fewer child and teen firearm deaths than states with fewer firearm law provisions. Even so, these states on average have a much higher rate of child and teen firearm deaths than that of Canada and other countries. Among comparably large and wealthy countries, Canada has the second highest child and teen firearm death rate to the U.S. However, Canada generally has more restrictive firearm laws and regulates access to guns at the federal level. In the U.S., guns may be brought to states with strict laws from out-of-state or unregistered sources .

In 2020 and 2021, firearms were involved in more deaths for children and teens (ages 1-19 years) in the United States than any other type of injury or illness. In 2021, firearms were involved in 4,733 child and teen deaths.

With the exception of Canada, in no other peer country were firearms among the top five causes of childhood and teenage death. Motor vehicle accidents and cancer are the two most common causes of death for this age group in all other comparable countries.

The categories in the chart above are more specific than CDC’s rankable causes of death. We use CDC’s data grouped by injury mechanism and illness. However, given differences in how deaths are grouped by CDC and IHME, we adapt CDC data to be comparable to IHME data. For example, pedestrian deaths are included with motor vehicle and pedestrian deaths in the chart above. See Methods for more details.

Combining all child and teen firearm deaths in the U.S. with those in other OECD countries with above median GDP and GDP per capita, the U.S. accounts for 97% of gun-related child and teen deaths, despite representing 46% of the total population in these countries. Combined, the eleven other similarly large and wealthy countries account for only 153 of the total 4,886 firearm deaths for children and teens ages 1-19 years in these nations, and the U.S. accounts for the remainder.

Firearms account for 20% of all child and teen deaths in the U.S., compared to an average of less than 2% of child and teen deaths in similarly large and wealthy nations.

The U.S. also has the highest rate of each type of child and teen firearm death—suicides, assaults, and unintentional or undetermined intent—among similarly large and wealthy countries.

In 2021 in the U.S., the overall child and teen firearm assault rate was 3.9 per 100,000 children and teens. In the U.S., the overall suicide rate among children and teens was 3.8 per 100,000; and 1.8 per 100,000 child and teen suicide deaths were by firearms. In comparable countries, on average, the overall suicide rate is 2.8 per 100,000 children and teens, and 0.2 per 100,000 children and teens suicide deaths were by firearms.

If the U.S. child and teen suicide by firearm rate was brought down to the same level as in Canada, the peer country with the next highest rate, over 1,000 fewer children and teens would have died in 2021 alone.

The spike in 2020 and 2021 in child and teen firearm deaths in the U.S. was primarily driven by an increase in violent assault deaths. The child and teen firearm assault mortality rate reached a high in 2021 with a rate of 3.9 per 100,000, a 7% increase from the year before and a 50% increase from 2019. The firearm suicide mortality rate among children and teenagers in the U.S. increased 21% from 2019 to 2021.

Exposure and use of firearms also have implications for mental health.  Research suggests that youth may experience symptoms of post-traumatic stress disorder and anxiety in response to gun violence. Specifically, survivors of firearm-related injuries, including youth survivors, may be at increased risk of mental health conditions and substance use disorders. Furthermore, gun violence disproportionately affects many children of color , particularly Black children, and children living in areas with a high concentration of poverty .

• Mental Health
• Global Health Policy
• Gun Violence
• International Comparisons

news release

• U.S. Has the Highest Rate of Gun Deaths for Children and Teens Among Peer Countries

Also of Interest

• Americans’ Experiences With Gun-Related Violence, Injuries, And Deaths
• The Impact of Gun Violence on Children and Adolescents
• States with Firearm Laws Designed to Protect Children
• Deaths Due to Firearms per 100,000 Population by Age
• What is Driving Widening Racial Disparities in Life Expectancy?
• KFF Health News Coverage on Guns

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News & Insights

Is Take-Two Interactive Stock Going to $185? 1 Wall Street Analyst Thinks So.

April 27, 2024 — 12:00 pm EDT

Written by Eric Volkman for The Motley Fool  ->

The stock of Take-Two Interactive (NASDAQ: TTWO) , the video game company behind the long-running Grand Theft Auto (GTA) series, is a steal at its current price. That's the belief of an analyst tracking the company, which was reiterated in a research note published in mid-April. He feels it has the potential to rise as much as 31% from its present level.

High anticipation tempered by uncertainty

This bull is Oppenheimer 's Martin Yang, whose buy recommendation is accompanied by a $185 per share price target.

Yang is keeping both his recommendation and that price target steady, as he feels Take-Two's immediate future is difficult to gauge. It has yet to release the highly anticipated GTA VI , the upcoming entry in what the analyst described enthusiastically as "the most anticipated game of the decade."

That high anticipation is tempered by uncertainty about its release date -- Take-Two's latest official word on the matter had it that the video game would come out at some point in 2025. This makes it tough to gauge more exactly when the sure-to-be-strong revenue source will start to gush.

Meanwhile, the company's latest earnings release featured an element no investor likes: a guidance cut. Its all-important tally for bookings -- as the name implies, sales booked but not necessarily realized yet -- is now expected to total $5.25 billion to $5.30 billion for its recently completed fiscal 2024. Previously, the company was forecasting $5.45 billion to $5.55 billion.

Waiting for the blockbuster

Due to the nature of their business, which leans heavily on releases of entries in top franchises like GTA, the financials of video game companies can be quite lumpy. Take-Two will surely have a blockbuster on its hands at whatever time it finally releases GTA VI , though I have the feeling that many investors will avoid the stock until hype for the game kicks into gear. I'm not as much of a bull as Yang on Take-Two's short- to mid-term future.

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